This study was carried out within the scope of the Art of Happiness, Positive Thinking, and Subjective Well-Being Project. Within the scope of the project, 8-session pre-training was provided to teachers to inform them on the scope of positive thinking and in order to support their subjective well-being. Within the scope of positive thinking applications at schools, which formed the second stage of the project, teachers developed and applied their own projects at their schools. In the study, teachers' views on the scope of the projects they applied at schools and the project application process were analyzed. As the study design, the case study design was applied. The study group consisted of 28 voluntary teachers who received positive thinking training in the first stage of the project and were entitled to get a certificate of achievement. Within the scope of the study, teachers planned their projects and reported on the process. In addition, they kept researcher diaries regarding their applications and noted down their observations. In the research process, 28 teachers at 15 different schools developed and applied 17 different projects. The teachers' views were analyzed in the context of interviews, reports, and diaries. In the study, teachers' observations and evaluations regarding positive thinking education realized in the COVID-19 process were discussed.

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This study was carried out within the scope of the Art of Happiness, Positive Thinking, and Subjective Well-Being Project. Within the scope of the project, 8-session pre-training was provided to teachers to inform them on the scope of positive thinking and in order to support their subjective well-being. Within the scope of positive thinking applications at schools, which formed the second stage of the project, teachers developed and applied their own projects at their schools. In the study, teachers' views on the scope of the projects they applied at schools and the project application process were analyzed. As the study design, the case study design was applied. The study group consisted of 28 voluntary teachers who received positive thinking training in the first stage of the project and were entitled to get a certificate of achievement. Within the scope of the study, teachers planned their projects and reported on the process. In addition, they kept researcher diaries regarding their applications and noted down their observations. In the research process, 28 teachers at 15 different schools developed and applied 17 different projects. The teachers' views were analyzed in the context of interviews, reports, and diaries. In the study, teachers' observations and evaluations regarding positive thinking education realized in the COVID-19 process were discussed.

This chapter examines research to reveal the effects of the COVID-19 pandemic on K-12 education. This systematic survey focuses on the literature on emergency remote teaching (ERT) at the K-12 level published in 2020-2021. Therefore, it provides a detailed overview of identified trends and patterns. Based on the findings from 199 articles surveyed in this study, the most commonly used method of analysis is found to be qualitative method, the most used keyword is COVID-19, and the most preferred data collection tool is questionnaire. Moreover, it is observed that the data were collected predominantly online, and the convenience sampling was utilized in the USA, Philippines, Greece, and Turkey. Additionally, this chapter discusses the identified problems, concerns, and crucial points, and provides suggestions for the educators. This chapter is believed to make an important contribution to the literature presenting a picture of emergency remote teaching implementation at the K-12 level.